Problematic behaviour of students and the role of the social pedagogue in teacher’s self-assessment

Abstract

The study examines results from undertaken research among teachers of primary and secondary schools in Slovakia. The object of the research was problematic behaviour of students. The results have shown that teachers of different school types indicate various levels of experience with problematic behaviour of students, and also evaluate themselves to prevent and solve problematic behaviour. The results have also shown that the teachers mainly associate the job of the social pedagogue at school with problematic behaviour of students.

Keywords

• problematic behaviour of students
• competence to prevent and solve problematic behaviour